TESOL in Context最新文献_第5页

Notes for contributors & Advertising rates 投稿人备注&广告费率

TESOL in Context Pub Date : 2020-12-31 DOI: 10.21153/tesol2020vol29no2art1446

TESOL in Context Journal Coordinator

引用次数: 0

Editorial: Teaching and learning English in the age of COVID-19: Reflecting on the state of TESOL in a changed world 社论:新冠肺炎时代的英语教与学:变化的世界对TESOL现状的反思

TESOL in Context Pub Date : 2020-12-31 DOI: 10.21153/tesol2020vol29no2art1427

R. Neilsen, Michiko Weinmann, R. Arber

引用次数: 1

YOUNG DARK EMU: A TRUER HISTORY; LITTLE BIRD’S DAY; COOEE MITTTIGAR: A STORY ON DARUG SONGLINES; BABY BUSINESS 年轻的黑鸸鹋:一个更真实的历史;小鸟节;Cooee mittigar:一个关于毒品歌曲的故事;婴儿的业务

TESOL in Context Pub Date : 2020-12-30 DOI: 10.21153/tesol2020vol29no1art1440

Faye Blanch

引用次数: 2

Acknowledgement of Country 国家确认

TESOL in Context Pub Date : 2020-12-30 DOI: 10.21153/tesol2020vol29no1art1442

Tesol in Context Journal Coordinator

引用次数: 0

Remote Indigenous education and translanguaging 偏远地区土著教育和翻译语言

TESOL in Context Pub Date : 2020-12-30 DOI: 10.21153/tesol2020vol29no1art1443

Gillian Wigglesworth

引用次数: 2

Call for editor, Notes for contributors & Advertising rates 呼叫编辑，为贡献者和广告率的注释

TESOL in Context Pub Date : 2020-12-30 DOI: 10.21153/tesol2020vol29no1art1438

Tesol in Context Journal Coordinator

引用次数: 0

Unrecognised language teaching: Teaching Australian Curriculum content in remote Aboriginal community schools 未被认可的语言教学:在偏远的土著社区学校教授澳大利亚课程内容

TESOL in Context Pub Date : 2020-12-30 DOI: 10.21153/tesol2020vol29no1art1423

S. Poetsch

{"title":"Unrecognised language teaching: Teaching Australian Curriculum content in remote Aboriginal community schools","authors":"S. Poetsch","doi":"10.21153/tesol2020vol29no1art1423","DOIUrl":"https://doi.org/10.21153/tesol2020vol29no1art1423","url":null,"abstract":"The case study in this article offers a descriptive account of challenges involved in teaching Australian Curriculum content in the common teaching context in remote communities where an Indigenous language is spoken as the everyday form of communication and students learn English in what is essentially a foreign language setting. An on-theground description of the work of a Primary school teaching team servesto illustrate the language teaching aspect of delivering Australian Curriculum content in areas such as History, Geography and Science. This aspect of the teaching team’s work is underestimated in the curriculum itself and in the guidance provided to teachers, yet is essential for student learning in this context. While the team draws on students’ L1 and early L2 English proficiency abilities to teach curriculum content, this work is not expedited from outside their classroom. An analysis of current curriculum offerings and the teaching team’s approaches finds that they receive little direction for the extensive language planning required. The findings suggest an urgent need for tailor-made curriculum and teacher guidance which better recognise this dual language context. This article canvases different curriculum settings that would alleviate this situation considerably, not only for this teaching team but for others in similar remote schools.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129235987","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 3

From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect 从外围到中心:确保英语作为附加语言/方言的第一民族学习者在TESOL领域的核心地位

TESOL in Context Pub Date : 2020-12-30 DOI: 10.21153/tesol2020vol29no1art1421

Denise Angelo, C. Hudson

{"title":"From the periphery to the centre: Securing the place at the heart of the TESOL field for First Nations learners of English as an Additional Language/Dialect","authors":"Denise Angelo, C. Hudson","doi":"10.21153/tesol2020vol29no1art1421","DOIUrl":"https://doi.org/10.21153/tesol2020vol29no1art1421","url":null,"abstract":"Indigenous learners of English as an Additional Language or Dialect (EAL/D) have historically not been the central focus of TESOL expertise here in Australia, or overseas. Despite moves towards inclusion increasing over the last two decades, there is an ongoing tendency for Indigenous EAL/D learners to remain on the periphery of current TESOL advocacy, research and practices in Australia. They are still often overlooked, as identification processes and support settings for migrant and refugee services are mismatched to Indigenous EAL/D learning contexts. Indigenous EAL/D learners, especially with un-/under-recognised contact languages (creoles and related varieties), can remain invisible in classrooms with mainstream curriculum and assessment practices (Angelo, 2013; Angelo & Hudson, 2018; Gawne et al., 2016; Macqueen et al., 2019). Hence, we argue that understanding and consideration of Indigenous EAL/D learners’ needs should become a priority in TESOL initiatives. This paper aims to place Indigenous EAL/D learners at the centre by alerting the TESOL field to a recent body of research and development on new Indigenous contact languages and whole class EAL/D teaching and assessment practices. Clarifying substantial issues and providing solutions, the paper makes Indigenous EAL/D its central focus, highlighting areas that otherwise result in “forgettings” about needs particular to Indigenous EAL/D learners.Thus informed, the Australian TESOL profession will surely include First Nations EAL/D learners at the heart of future discourse and initiatives.","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114554006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 6

Aboriginal English and Responsive Pedagogy in Australian Education 澳洲教育中的原住民英语与回应教学法

TESOL in Context Pub Date : 2020-12-30 DOI: 10.21153/tesol2020vol29no1art1422

I. Malcolm, Patricia Königsberg, Glenys Collard

{"title":"Aboriginal English and Responsive Pedagogy in Australian Education","authors":"I. Malcolm, Patricia Königsberg, Glenys Collard","doi":"10.21153/tesol2020vol29no1art1422","DOIUrl":"https://doi.org/10.21153/tesol2020vol29no1art1422","url":null,"abstract":"Aboriginal English1, the language many Aboriginal and Torres Strait Islander students bring to the classroom, represents the introduction of significant change into the English language. It is the argument of this paper that the linguistic, social and cultural facts associated with the distinctiveness of Aboriginal English need to be taken into account in the English language education of both Aboriginal/Torres Strait Islander and non-Indigenous students in Australia. \u0000The paper illustrates seven significant changes of expression which Aboriginal English has made possible in English. It then proposes a “responsive pedagogy” to represent a realistic and respectful pedagogicalresponse to the linguistic, social and cultural change which underlies Aboriginal English, drawing on current literature on second language and dialect acquisition and making frequent reference to materials whichhave been developed to support such pedagogy. \u0000It is implied that only with a pedagogy responding to Aboriginal English as it is, and to its speakers, will a viable English medium education for Aboriginal and Torres Strait Islander people be enabled. \u00001Aboriginal English” is the term used to denote “a range of varieties of English spoken by many Aboriginal and Torres Strait Islander people and some others in close contact with them which differ in systematic ways from Standard Australian English at all levels of linguistic structure and which are used for distinctive speech acts, speech events and genres” (Malcolm 1995, p 19).","PeriodicalId":431491,"journal":{"name":"TESOL in Context","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123516702","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

LANGUAGE PRACTICES OF INDIGENOUS CHILDREN AND YOUTH: THE TRANSITION FROM HOME TO SCHOOL 土著儿童和青年的语言实践:从家庭到学校的过渡

TESOL in Context Pub Date : 2020-12-30 DOI: 10.21153/tesol2020vol29no1art1425

Carly Steele

引用次数: 0